BE GREEN!
Silvia Iglesias González
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TITLE: Be green!
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AUTHOR: Silvia Iglesias González
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E-MAIL: silviaiglesiasgonzalez@edu.xunta.es
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JUSTIFICATION: This didactic unit was created following the main legal reference: • • •
Organic Law 8/2013, 9th of December (LOMCE). Royal decree 126/2014, 28th of February, which establishes the basic curriculum for Primary Education nationwide. Decree 105/2014, 4th of September, which establishes the curriculum for Primary Education in our Autonomous community.
On the one hand, taking into account the teacher’s immersion in Ottawa (Canada), having the necessity of travelling and taking different means of transport to get the country and to move around the Canadian country; and on the other hand, knowing that in our present-day world, that is undergoing a gradual globalisation process in which mobility of people is becoming more and more regular, familiarisation with means of transport is a must. Moreover, people must be aware of the different ways of travelling taking into account how it can damage our planet. So, this didactic unit is an offer to being green. As to the Foreign Language area, the evident relationship between communication in the second/third additional language and cultural exchanges, travels abroad and the spreading of news and technological advance has made Primary Education an ideal stage for introducing not only vocabulary related to transport, but also communicative structures functional enough to be used in contexts related to people mobility. The intention is provide future travellers and commuters in a Galician classroom with basic knowledge of lexicon and functions related to means of transport in English, as well as make them aware of road safety and alternative or green means of transport, taking advantage of ICTs and visual, aural, audio-visual or digital aids. Although the unit is not utterly based on a CLIL methodology (Content and Language Integrated Learning), it is involving other areas and non-linguistic contents. For many teachers CLIL offers a number of challenges as it requires a rethink of the traditional skills and knowledge of the language teacher, classroom practices and resources. Some educational reformers may underestimate the difficulties involved in implementing CLIL, and may introduce innovations without ensuring that all of the necessary resources are in place. The trends of europeanisation and globalisation are likely to lead to CLIL becoming a growing component of educational systems throughout the world. These are the reasons why I have decided to design a cross-curricular unit of work partly based on CLIL.
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LEVEL: 3º level
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INTERDISCIPLINARITY: This didactic unit will be developed in different areas of the curriculum. Although I teach almost all the areas of the classroom, it will be carried out in collaboration with the English and Physical Education teachers. • English: we will learn vocabulary and functions related to means of transport. • Natural sciences: we will discover the Canadian nature, its vegetation and its animals. • Social sciences: after reviewing the continents, we will learn more about Canada, its location, its territories and its history and culture. • Physical education: there will be a day devoted to the use of the bicycle as an alternative, healthy and environmentally friendly means of transport. • Arts and crafts: we will elaborate green means of transport with recycling materials. 7.
TEMPORALIZATION: The unit comprises 6 sessions and an extra period in collaboration with tutors and the whole school community. 8.
ICTs: • Interactive white-board. • The Internet. • PREZI.
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KEY COMPETENCIES: Competency in linguistic communication. Digital competency. Learn how to learn competency. Competency in society and citizenship. Competency in cultural awareness and expressions. OBJECTIVES:
A. Linguistic objectives: • Learn and consolidate vocabulary and functions related to means of transport. • Develop listening, reading, writing, speaking, classifying and memorization strategies. • Know how green means of transport are used in other parts of the world (Canada). • Develop intercultural competence through the comparison of Canada to our own country. • Develop classifying strategies. • Get familiar with digital resources. • Develop non-linguistic resources for communication. B. NON-LINGUISTIC OBJECTIVES: • Become aware of the geographical situation of Canada. • Identify differences and similarities between Canadian and Galician nature. • Become aware of alternative or green means of transport . • Take part in collaborative school or whole educational community activities. • Elaborate different means of transport using recycling materials. • Explore the possibilities of materials, textures, colours and shapes to elaborate means of transport.
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CONTENTS:
A. LINGUISTIC CONTENTS: COMPRENHENSION OF ORAL TEXTS Understanding of oral messages related to means of transport, road safety education or ecological questions expressed by the teacher or coming from different digital or audiovisual means. • Association of graphemes, pronunciation and meaning coming from oral models. •
PRODUCTION OF ORAL TEXTS • Participation in real or simulated communicative situations expressing vocabulary and functions related to means of transport. • Interest in using the foreign language, verbally and non-verbally, with a careful pronunciation. • Use of the foreign language as an instrument for a content and language integrated learning. COMPRENHENSION OF WRITTEN TEXTS • Association of graphemes, pronunciation and meaning coming from written models. • Reading and understanding of different meaningful messages related to means of transport, road safety education or ecological questions in the written or digital media, adapted to the students’ communicative competence. • Autonomous use of reading strategies. • Reading of texts within habitual communicative situations of social relationships. • Interest in using ICTs to understand texts. PRODUCTION OF WRITTEN TEXTS • Writing of texts within habitual communicative situations of social relationships. • Interest in using ICTs to produce texts. REFLECCTION UPON THE LANGUAGE AND INTERCULTURAL AWARENESS • Value of oral activities done outside the classroom (an exhibition and a bicycle tour). • Critical attitude when discriminating messages coming from different communication means. • Use of strategies such as repetition, imitation, memorisation, observation, classification, use of different multimedia aids, and so on. • Interest in text-reviewing and text-correction. • Reflection upon and activation of the knowledge of the environmental languages in order to favour comprehension of messages in the foreign language. • Comparison of means of transport in Galicia and those in other parts of the world (Canada). • Positive attitude towards people that speak different languages with different life-styles. B. NON-LINGUISTIC CONTENTS: • Understanding physical and political maps and the use of Google earth. • Location of Canada and Galicia in the map. • Identification of Canadian vegetation and animals. • Discovering of green means of transport.
• Use of the bike in an educational community activity. • Use of different recycling materials to elaborate their green means of transport. 12.
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EDUCATION IN VALUES: • Education for peace and tolerance. • Environmental conscience. • Eco-friendly travelling. SEQUENCING:
SESSION 1 (Social sciences): This session will be devoted to my journey to Canada (Ottawa, the city where I stayed, and other places I could visit: Toronto, Gatineau, Quebec, Montreal, etc.). Using the Google earth we will locate Ourense, Galicia, Europe, Canada and the other cities in the world map. We will also visit some of the most representative places in Canada. Then, students will work with their own maps to place the different continents, countries and cities. SESSION 2 (Natural sciences): After the previous session, it is time for students to start knowing the Canadian nature, its vegetation and its animals. Through a PREZI with videos and photographs from my visit, I will show them its forests and its animals. In groups, they will elaborate posters comparing the Galician and the Canadian nature. They will use the Internet and I will print the pictures they consider to elaborate them. These posters will be part of the display in the classroom walls. SESSION 3 / 4 (English): Using again the digital material I took in Canada, students will watch a PREZI in the digital board with different videos and photographs. This time they can see how I lived the experience at the same time that they learn socio-cultural aspects, comparing the Canadian culture with their own one and the different ways of living. The main objective is that they focus on the different means of transport I used during this journey. They will learn vocabulary and functions related to means of transport. SESSION 5 / 6 (Arts and crafts): Students will watch again the PREZI, but this time trying to focus their attention in the green means of transport that appear. I will present them how Canadian people are green in their everyday life. Then, making use of the ICTs and the Internet, they will work in groups, mixing strong and weak students to attend to diversity, to look for information about green means of transport. They will choose a green transport and they will elaborate it with recycling materials. Finally, they will describe them in front of their mates and they will also be the creators of an exhibition in the hall of the school, so that all the students can realise and be aware of the importance of being green.
SESSION 7 (Physical education): This will not be a real session, as it will take place out of the curricular timetable. It will be a day devoted to the use of the bicycle as an alternative, healthy and environmentally friendly means of transport. It will be a bicycle tour in which all members of the educational community can take part. We will visit the town, Ribadavia, by bike, and at the finish line, a visit to the Town Hall can be arranged in order to talk to the person in charge of transports to demand bicycle lanes and parking lots for bicycles. 14.
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ATTENTION TO DIVERSITY: • Collaborative work in pairs and groups mixing strong and weak students together in order to benefit ones from others. • Reinforcement and extension activities. EVALUATION CRITERIA AND EVALUATION INSTRUMENTS: This didactic unit will be evaluated following the main legal reference: • Decree 105/2014, 4th of September. • Order of 9th of June 2016. A. LINGUISTIC EVALUATION CRITERIA: • Understand oral and written messages related to means of transport. • Develop intercultural competence through the comparison of other countries to our own being aware of and alternative or green transport means. • Develop intercultural competence through the comparison of Canada to our own country. • Develop non-linguistic resources for communication. • Get familiar with digital resources. B. NON-LINGUISTIC EVALUATION CRITERIA: • Locate Canada and its main cities in the map. • Identify differences and similarities between Canadian and Galician nature. • Become aware of alternative or green means of transport . • Take part in collaborative school or whole educational community activities. • Be able to elaborate different means of transport using recycling materials. C. LEARNING STANDARDS: • Identifies and uses vocabulary and functions from oral and written texts related to means of transport. • Identifies and produces oral and written texts related to means of transport. • Is able to interact in a conversation about means of transport. • Uses digital resources with autonomy to participate in oral and written exchanges. • Identifies and compares the similarities and differences between the Canadian culture and the own one with regard to the topic. • Participates, interacts and shows a positive attitude towards the community activity.
D. EVALUATION INSTRUMENTS: • • • •
Teacher’s diary Student’s diary Class weblog Rubric:
EVALUATION CRITERIA 1: UNDERSTAND ORAL AND WRITTEN MESSAGES RELATED TO MEANS OF TRANSPORT. Learning Excellent level Good level Average level Low level Standard:
1.1 Identifies and uses vocabulary and functions from oral and written texts related to means of transport.
Identifies and uses vocabulary and functions from oral and written texts about means of transport without the help of visual support.
Identifies and uses vocabulary and functions from oral texts about means of transport with the help of visual support.
1.2 Identifies and produces oral and written texts related to means of transport.
Identifies oral and written texts and is able to produce oral and written texts without following previous models with coherence and cohesion. Interacts with a high degree of fluency and autonomy without pauses.
1.3 Is able to interact in a conversation about means of transport.
Identifies and uses some vocabulary from oral and written texts about means of transport with the help of visual support.
Identifies oral and written texts and is able to produce oral and written texts following previous models with coherence and cohesion.
Identifies and uses all the vocabulary and occasionally the functions from oral and written texts about means of transport without the help of visual support. Identifies and produces oral texts following models related to the topic with some coherence and cohesion.
Interacts with considerable fluency and autonomy with few pauses.
Interacts with certain degree of fluency and autonomy with some pauses.
Interacts with limited fluency and lack of autonomy with many pauses.
Identifies oral and written texts related to means of transport.
EVALUATION CRITERIA 2: DEVELOP INTERCULTURAL COMPETENCE THROUGH THE COMPARISON OF OTHER COUNTRIES TO OUR OWN BEING AWARE OF ALTERNATIVE OR GREEN TRANSPORT MEANS. 2.1 Identifies, understands and compares means of transport.
Identifies, understands and compares all cultural differences related to the topic.
Identifies and understands all the cultural differences related to the topic comparing most of them.
Identifies and understands some cultural differences related to the topic showing difficulties to compare them.
Identifies some cultural differences related to the topic.
EVALUATION CRITERIA 3: GET FAMILIAR WITH DIGITAL RESOURCES. 3.1 Uses digital resources with autonomy to participate in oral and written exchanges.
Uses digital resources to produce oral and written texts to transmit linguistically contextualised information.
Uses digital resources to produce oral and written texts not linguistically contextualised.
Uses digital resources to produce oral texts not linguistically contextualised.
Uses digital resources with difficulties.
EVALUATION CRITERIA 4: TAKE PART IN COLLABORATIVE SCHOOL OR WHOLE EDUCATIONAL COMMUNITY ACTIVITIES. 4.1 Participates, interacts and shows a positive attitude towards the community activity.
Participates, interacts and shows a positive attitude towards the community activity collaborating in its organization.
Participates in the community activity and interacts with mates showing interest.
Participates in the activity and interacts with mates being among the less active students.
Participates in the activity showing difficulties to interact with the community.
MARKS (Maximun 24 points = 6 standards x 4 “Indicadores”)
Excellent level Good level Average level Low level
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21-‐24 points 16-‐20 points 11-‐15 points 6-‐10 points
* Seguindo a pirámide de Bloom, o alumno parte do 5, é dicir, dun LOW LEVEL.
Conclusion: All along this didactic unit the main aim has been the contribution to the attainment of communicative competence in our students, so the methodology has been an eclectic one, taking all the time into account that our students learn in different ways, applying as a consequence different methodological principles, since following Steinberg, a method can be judged successful only if it’s successful.